Lesson #1-1: Daily Routines - TM16

District Benchmark(s): NO 1.1 Count and read whole numbers to 100.

Enduring Understanding: Counting is a basis for addition and subtraction.

Essential Question(s):

• What does a number line show?
• What is counting forward? counting backward?
• When would you use the strategies of counting forward and backward?

Support Materials:

• Class number line, straws with pocket chart
• Home Link Family Letter (beginning of the year)
• RA book - Emily's First 100 Days of School
• Online stopwatch

Assessment:

• Formative: MM+ p. 5
• Student Self-Assessment: 100 Days of School booklet
• Summative:

Activities (Pedagogy):

1. MMR
2. Pose question, "What is math?" and chart responses
3. Introduce number line, add pointer to number 1, add straw to pocket chart
4. Sing number rhymes & song
5. Count up and back with online stopwatch
6. Complete Day 1 of 100 Days Booklet (RA Emily's 1st 100 Days of School)
7. MM+ p5

Time to Complete: 1 Day

Peer Check:

• [_n] Problem-Based (Y or N)

• [_y] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [_y] EM/CP as primary materials

Lesson #1-2: Investigating the Number Line - TM20

District Benchmark(s): NO 6.3 Show basic whole number relationships comparing numbers.

Enduring Understanding: The size of whole numbers can be compared, ordered, and represented on a number line.

Essential Question(s):

• How can you compare numbers using a number line?
• Which way do you count to find a bigger number? a smaller number?
• Why is it important to be able to compare numbers?

Support Materials: 2 frames for Monster Squeeze (masters p 4&5); attendance tally chart

Assessment:

• Formative: MM+
• Student Self-Assessment: 100 Days booklet
• Summative:

Activities (Pedagogy):

1. MMR
2. Monster Squeeze
3. Tally Chart
4. Rhymes & Songs
5. RA Emily & 100 Days booklet
6. MM+ p 28

Time to Complete: 1 day

Peer Check:

• [_y] Problem-Based

• [y_] Aligns with ICC

• [_y] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-3: Tools for Doing Mathematics - TM25

District Benchmark(s): NO 1.1 Count & read whole numbers to 100.

Enduring Understanding: Counting is a basis for addition and subtraction.

Essential Question(s):

• How can you show a number using dice and pennies?
• How can you prove a number is more or less using tools?
• How can understanding more and less help you solve a problem?

Support Materials: tool kits, dotted dice, pattern blocks

Assessment:

• Formative: Penny-Dice game (more/less)
• Student Self-Assessment: Day 100 booklet
• Summative:

Activities (Pedagogy):

1. MMR
2. Explore tool kits & dice dot patterns (readiness)
3. Penny-Dice game with partner
4. RA Emily & Day 100 booklet
5. Make geometric patterns - build & record

Time to Complete: 1 day

Peer Check:

• [_y] Problem-Based

• [_y] Aligns with ICC

• [_y] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [_y] EM/CP as primary materials

Lesson #1-4: Number-Writing Practice - TM 29

District Benchmark(s): (K) NO 1.2 Create pictorial representations of numbers to 20.

Enduring Understanding: Numbers represent quantities.(K)

Essential Question(s):

• How can you show the same number using digits and pictures?
• What other ways can you show a number?
• How are numbers shown different ways in our world?

Support Materials: MJ; slates & writing tools

Assessment:

• Formative: MJ
• Student Self-Assessment: 100 Days booklet
• Summative:

Activities (Pedagogy):

1. MMR
2. Introduce slates as tools
3. Introduce Math Journals & MJ rules
4. Complete MJ p1
5. RA Emily & 100 Days booklet
6. On-going: penny-dice game; geometric patterns

Time to Complete: 1 day

Peer Check:

• [_y] Problem-Based

• [_y] Aligns with ICC

• [_y] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [_y] EM/CP as primary materials

Lesson #1-5: One More, One Less - TM33

District Benchmark(s): NO 6.3 Show basic whole number relationships...comparing numbers.

Enduring Understanding: The size of whole numbers can be compared, ordered and represented on a number line.

Essential Question(s):

• How can you show more than and less than on a number line?
• What things in our world are like number lines?

Support Materials: MJ; (Master 341 or 0-20 number lines); 1 die per partnership

Assessment:

• Formative: Watch for children that begin counting at 1 instead of 0.
• Student Self-Assessment: MM&R
• Summative:

Activities (Pedagogy):

1. MMR with slates
2. Solve 1 more & 1 less stories
3. Play Bunny Hop (or Bear Hop if using teddy bears)
4. RA Emily & 100 Days booklet
5. On-going: Penny-Dice game; writing numbers 1 & 2 (Master 304)

Time to Complete: 1 day

Peer Check:

• [_y] Problem-Based

• [_y] Aligns with ICC

• [_y] Aligns with Dist. Benchmarks

• [_y] Student-to-Student Engagement

• [_y] EM/CP as primary materials

Lesson #1-6: Comparing Numbers - TM 37

District Benchmark(s): NO 6.3 Show basic whole number relationships using tens and ones; comparing numbers and identifying 10 more and 10 less.

Enduring Understanding: The size of whole numbers can be compared, ordered, and represented on a number line.

Essential Question(s):

• Why does a number line go from smallest to largest?
• When would you use the strategy one more? one less?

Support Materials: Math deck 0-15 (MJ sheet 1), exit slips (Master 305), practice (Master 9); counting chips

Assessment:

• Formative: observe partner activities and recording sheet
• Student Self-Assessment: Connect dots sheet
• Summative: Exit Slip

Activities (Pedagogy):

1. MMR with slates
2. Compare number cards; order from smallest to largest
3. Exit slip
4. Partner game - Top-It (2 variations)
5. RA Emily & 100 day booklet
6. On-going practice - Master 9
7. Diff Options - Matching Counters or Flip & Compare - partners

Time to Complete: 1 day

Peer Check:

• [y_] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-7: Recording Tally Counts - TM 42

District Benchmark(s): DA 1.1 Demonstrate data representation with pictographs, tally charts and bar graphs using 1 to 1 correspondence.

Enduring Understanding: Using measurement and data to solve problems enhances number sense.

Essential Question(s):

• How do tally marks help you record and use information easily and quickly?
• When could you use a tally chart?

Support Materials: MJ; chart paper

Assessment:

• Formative: Check slates for tally mark accuracy (4 standing tall, 1 takes a fall)
• Student Self-Assessment: MJ - circle best effort with red pen
• Summative:

Activities (Pedagogy):

1. MMR
2. Introduce tally marks
3. Make class tally chart
4. RA Emily & 100 Days booklet
5. MM+ p 3,27,31
6. On-going: write 3 & 4 (MJ p2)
7. Enrich - make a listening tally

Time to Complete: 1 day

Peer Check:

• [y_] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-8: Investigating Equally Likely Outcomes - TM47

District Benchmark(s): DA 3.1 Discuss events related to student's experiences as likely or unlikely.

Enduring Understanding: Using measurement and data to solve problems enhances number sense.

Essential Question(s):

• How can recording information help you make predictions?

Support Materials: dice for partnerships; MJ 3; Master 304; Master 10; Master 352

Assessment:

• Formative: MJ - assess ability to make tally marks
• Student Self-Assessment: check accuracy of tally marks with partner during game
• Summative:

Activities (Pedagogy):

1. MMR
2. Partner Game - Dice-Roll-Tally
3. Make cumulative tally chart of partner results & discuss
4. RA Emily & 100 Day booklets
5. Ongoing - writing numbers 3 & 4 (Master 304)
6. Partner game - Rock, Paper Scissors & record with tallies
7. Home Link (Master 10)

Time to Complete: 1 day

Peer Check:

• [y_] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-9: The Calendar - TM52

District Benchmark(s): G 7.1 Read the calendar.

Enduring Understanding: Composing and decomposing figures guildes understanding of part-whole relationships and properties of basic figures.

Essential Question(s):

• What skills do you need before you can read a calendar?
• How is a calendar organized?
• What information can you get from a calendar?
• Why were calendars invented?

Support Materials: completed Home Links 1-8; MJ; Master 11

Assessment:

• Formative: calendars - correct number formation, correct order
• Student Self-Assessment: MJ - circle best effort with red pen
• Summative:

Activities (Pedagogy):

1. MMR
2. Share & Save Home Link 1-8
3. Introduce class calendar & discuss
4. Begin filing in calendars for current month (MJ4) - complete independently or with partner
5. RA Emily & 100 days booklet
6. Ongoing - write numbers 5 & 6 (MJ5)
7. Diff options - share birth dates
8. Home Link 1-9 (Master 11)

Time to Complete: 1 day

Peer Check:

• [y_] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-10: Working in Small Groups - TM56

District Benchmark(s):
NO 1.1 Count & read whole numbers to 100.
NO 6.3 Show basic whole number relationships comparing numbers.
DA 1.1 Demonstrate data representation with pictographs, tally charts and bar graphs using 1 to 1 correspondence.

Enduring Understanding: Using measurement and data to solve problems enhances number sense.

Essential Question(s):

• How does working with a group improve your math skills?
• When would you rather work with a group than independently?

Support Materials: Math Decks 0-22 (MJ sheet 2); yellow/red response squares for each student

Assessment:

• Formative: Record & assess answers for MMR
• Student Self-Assessment: group cooperation thumbs up/down
• Summative:

Activities (Pedagogy):

1. MMR & Home Link 1-9 follow-up
2. Discuss small group rules
3. Small group game - Top-It
4. RA Emily & 100 Days booklet
5. On-going - writing numbers 5 & 6 (Master 304)
6. Diff Options - Compare quantities - use colored squares for response
7. MM+ - 38,47,89
8. Home Link (Master 12)

Time to Complete: 1 day

Peer Check:

• [y_] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-11: Exploring Math Materials - TM60

District Benchmark(s): G 2.2 Compose and decompose plane shapes

Enduring Understanding: Composing and decomposing figures builds understanding of part-whole relationships and properties of basic figures.

Essential Question(s):

• What does it mean to be an explorer?
• How would you describe the math tools you are exploring?

Support Materials: exit slips; pattern blocks, base-10 blocks, geoboards, attribute blocks, pentominoes, dominoes; color word cards, Master 13

Assessment:

• Formative: Exit slip
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

1. MMR with chant; Home Link follow-up
2. Introduce explorations (voc) & rules & post
3. Explore stations in small groups (pattern blocks, base-10 blocks, geoboards, attribute blocks, pentominoes, dominoes)
4. Exit slip
5. RA Emily & 100 days booklet
6. Options - color word & pattern block matching; creating designs
7. Ongoing - partner game Top-It
8. Home Link (Master 13)

Time to Complete: 1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1-12: Weather and Temperature Routines - TM64

District Benchmark(s): G 7.3 Read a thermometer to the nearest ten. DA 1.1 Demonstrate data representation with pictographs, tally charts and bar graphs using 1 to 1 correspondence.

Enduring Understanding: Composing and decomposing figures builds understanding of part-whole relationships and properties of basic figures.

Essential Question(s):

• How is a thermometer like a number line?
• What happens to the red liquid on a thermometer when it gets warmer? colder?

Support Materials: class thermometer; Master 307, MJ6, Master 14

Assessment:

• Formative:
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

1. Brainstorm weather words & record
2. Introduce class outdoor thermometer with questions
3. Discuss vocab - fahrenheit, degrees
4. Prepare class thermometer and discuss weather job routine
5. Make a tally chart for the question chosen by the class
6. RA Emily & 100 days booklet
7. Options - color temp. zones in MJ6
8. Home Link - Master 14

Time to Complete: 1 day

Peer Check:

• [n_] Problem-Based

• [y_] Aligns with ICC

• [y_] Aligns with Dist. Benchmarks

• [y_] Student-to-Student Engagement

• [y_] EM/CP as primary materials

Lesson #1-13: Number Stories - TM71

District Benchmark(s): NO 4.2 Solve one-step problems to 12.

Enduring Understanding: Counting is a basis for addition and subtraction.

Essential Question(s):

• What strategies can you use to solve a problem?
• What story problem can you tell using numbers?

Support Materials:

Assessment:

• Formative:
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

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Time to Complete: 1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1-14: Progress Check 1 - TM76

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

Support Materials:

Assessment:

• Formative:
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

Time to Complete: 1 day

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

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copy and paste the information below as needed for next lessons

Lesson #:

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

Support Materials:

Assessment:

• Formative:
• Student Self-Assessment:
• Summative:

Activities (Pedagogy):

Time to Complete:

Peer Check:

• [_] Problem-Based

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials